:::

詳目顯示

回上一頁
題名:技術型高中校長領導與教師領導及自我效能對學校效能影響之研究
作者:林恭煌
作者(外文):Lin, Kung- Huang
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2016
主題關鍵詞:校長領導教師領導教師自我效能學校效能Principal’s LeadershipTeacher LeadershipTeacher's Self-EfficacySchool Effectiveness
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:120
本研究以國內技術型高中教師為對象,探討校長領導、教師領導、教師自我效能及學校效能的現況,四個變項之間彼此的關係,以及校長領導、教師領導、教師自我效能對學校效能的影響,並據以提出學校的發展策略。
本研究主題的成立係奠定在校長與教師是學校發展的核心人物此關鍵的前提下,本研究採用問卷調查法,引用現成的封閉式問卷來徵詢臺灣地區北部、中部、南部、東部及離島等地技術型高中教師對前述四個變項知覺的程度。867份有效問卷經施以描述性、相關係數、t考驗、單因子變異數、SEM結構方程式等統計分析,結果發現在技術型高中教師所知覺的,無論是校長領導、教師領導、教師自我效能及學校效能都很高,而且彼此之間存在著中度以上的相關。此外,技術型高中教師對這四個變項所知覺的程度,大都受到其背景因素如性別、年齡、服務年資、教學年資、擔任職務、學校位置及學校類別等之影響。
最後,本研究以校長領導、教師領導、教師自我效能及學校效能四個變項建構理論模型,研究結果發現,這個理論模型可用以解釋這四個變項的因果關係。校長領導對教師領導、教師自我效能及學校效能影直接且正向的影響作用,而教師領導也對教師自我效能及學校效能有直接且正向的影響作用。顯示校長領導和教師領導運作得當,對於教師自我效能及學校效能均能帶來直接且正向的影響作用。並於完成以上統計分析後,提出學校發展策略的建議。
The purpose of this research is to investigate the current status of principal’s leadership, teacher’s leadership, teacher's self-efficacy and school effectiveness in technical high schools, the relation among these four variables, and how principal leadership, teacher leadership and teacher's self-efficacy affects the school effectiveness. Based on this, the school development strategies are hopefully presented.
This research is grounded on the pre-requisite that both principal and teacher plays a main role in school development. This research takes questionnaire as the tool to collect the perception of teacher on these four variables. Four close-end questionnaires were delivered to teachers in south, middle, north and east areas as well as small islands of Taiwan. 867 effective questionnaires were collected and analyzed. It was found that in teachers' mind, principal’s leadership, teacher’s leadership, teacher's self-efficacy and school effectiveness are good and high. These four variables have middle correlation to each other. The perception of teachers on these four variables are somehow affected by their background such as gender, age, years of service, years of teaching experience, job title, school location and school type.
Finally, this research constructs a theoretical model using these four variables -- principal leadership, teacher leadership, teacher's self-efficacy and school effectiveness. It was found that the theoretical model can explain the casual effect of these four variables. From the path analysis, it was found that school effectiveness indeed directly affected by principal leadership, teacher leadership, teacher's self-efficacy. Principal leadership indeed directly affects teacher leadership, teacher's self-efficacy and school effectiveness. Similarly, teacher leadership affects teacher's self-efficacy and then school effectiveness. In brief, both principal leadership and teacher leadership really has a direct effect on school effectiveness. Basing on these findings, some suggestions to school development strategies are presented.
壹、中文部分
丁一顧、胡慧宜(2014,11月)。教學輔導教師學習領導與夥伴教師教學效能關係之研究。論文發表於「臺北市立高級中等以下學校教學輔導教師方案實施經驗」學術研討會,台北市政府教育局、臺北市立大學。new window
丁一顧、張世璿(2015,7月)。國民小學教師領導人才核心能力指標建構之研究。論文發表於「104年校務經營個案研究」實務研討會,國家教育研究院教育人力發展中心。new window
丁一顧、張德銳(2010)。臺北市教學導師教師領導與專業學習社群關係之研究。教育行政與評鑑學刊,10,55-84。new window
丁一顧、黃智偉、王佳蕙(2016)。教學導師教師領導之研究:校長支持作為與影響。教育政策論壇,19(2)65-92。new window
中央研究院(2014)。跨國研究顯示超低生育率在臺灣可能導致生活水準降低。取自http://www.sinica.edu.tw/manage/gatenews/showsingle.php?_op=?rid:7047
文高上(2010)。高屏地區原住民國民中小學學校本位管理與學校效能關係之研究(未出版之碩士論文)。國立高雄師範大學,高雄。
王如哲、蔡進雄、洪啟昌、吳新傑、王令宜(2013)。公立高級中等學校校長儲訓制度可行性之研究。新北市:國家教育研究院(教育部國民及學前教育署委託研究)。
王明傑(2012)。提升學校效能的領導。師友月刊,538,20-24。
王素貞(2014)。國民小學校長道德領導、教師工作投入與學校效能之研究(未出版之博士論文)。國立暨南國際大學,南投。new window
王淑珍與林雍智(2015)。教師領導的實踐與發展:從教師「同僚性」談起。教育研究月刊,256,70-88。
王博弘、林清達(2006)。台灣近二十年來校長領導實徵研究與學校效能關係之探討。花蓮教育大學學報,21,283-306。new window
王智杰(2013)。臺東縣國民中學校長轉型領導、教師自我效能與教師情緒勞務負荷關係之研究(未出版之碩士論文)。國立臺東大學,台東。
任恩儀(2015)。為什麼高中老師不想兼任行政工作?取自http://opinion.cw.com.tw/blog/profile/52/article/3218?ext=rel
江文吉(2011)。校長靈性領導、教師領導、學校組織文化與學校效能關係之研究(未出版之博士論文)。國立屏東教育大學,屏東。new window
江志正(2000)。國民小學團體動力,組織學習,學校發展策略與學校效能關係之研究(未出版之博士論文)。國立高雄師範大學,高雄。new window
江嘉杰(2014)。臺灣地區教師領導研究之分析。學校行政,90,1-25。
江嘉杰(2015)。國民小學教師領導之個案研究-以教學卓越金質獎團隊為例(未出版之博士論文)。國立臺南大學,台南。
江滿堂(2008)。國民小學校長多元領導型態,團體動力,學校組織文化特質與學校效能關係之研究(未出版之博士論文)。國立屏東教育大學,屏東。new window
江澈(2007)。私立高級中學校長競值領導,教師專業承諾,組織創新與組織效能關係之研究─私立高中有效經營模式之建構(未出版之博士論文)。國立高雄師範大學,高雄。new window
何高志、林志成(2012)。教師領導對突破教師專業發展評鑑困境的啟示。學校行政雙月刊,81,110-130。
吳百祿(2009)。教師領導:理念、實施、與啟示。國民教育研究學報,23,53-80。new window
吳百祿(2010)。中小學教師領導者之理念及其對我國學校教育的啟示。教育政策論壇,13(2),129-158·new window
吳百祿(2011)。教師領導的三個重要概念及其學校教育的啟示。正修學報,24,83-104。new window
吳志仁(2011)。國民小學校長均衡領導、教師專業發展與學校效能關係之研究(未出版之碩士論文)。國立新竹教育大學,新竹。
吳宗立(2005)。學校行政決策。臺北市:麗文文化。
吳明隆(2009)。SPSS操作與應用:問卷統計分析實務。台北:五南文化。
吳明雄(2010)。國民小學教師知覺校長轉型領導、教師知識管理與學校效能關係之研究(未出版之博士論文)。國立臺中教育大學,臺中。new window
吳芳宜(2010)。屏東縣國民小學學校行銷策略與學校效能之研究,學校行政雙月刊,71,35-51。
吳清山(1991)。學校行政。臺北市:心理。
吳清山(2010)。校長課程領導VS.教師教學品質。師友月刊,541,8-13。
吳清山(2013)。教育發展議題研究。臺北市:高等教育。
吳清山、林天祐(2008)。教師領導。教育研究月刊,173,136-137。
吳清山、高家斌(2009)。臺灣近二十年學校效能研究論文取向分析、教育研究月刊,188,5-26。new window
吳煒增(2014)。臺北市國民小學校園空間美學營造、教師領導與學校特色關係之研究(未出版之博士論文)。國立臺北教育大學,臺北。new window
呂俊宏、陳成宏(2015)。花蓮縣國民小學校長分布式領導與學校效能之研究。學校行政,95,1-26。
呂善道(2014)。論偏鄉學校行政人員面臨之問題與解決之道。臺灣教育評論月刊,3(4),20-24。
李安明、鄭采珮、劉志昀(2011)。論教師領導對教師專業發展之影響。學校行政,75,21-36。
李明昭(2011)。高職校長轉型領導、教師組織承諾與教師組織公民行為關係之研究(未出版之博士論文)。國立彰化師範大學,彰化。new window
李俊湖(2007)。教師領導。載於周淑卿、陳麗華主編,教育改革的跳戰輿省恩(頁159-176)。高雄市:麗文文化。
李貞儀(2011)。國民小學校長變革領導、教師組織信任、教師組織公民行為與學校效能關係之研究(未出版之博士論文)。國立中正大學,嘉義。new window
李菁菁(2013)。高級中學校長正向領導、教師職場希望感與學校效能之相關研究(未出版之博士論文)。國立臺南大學,臺南。
李新鄉(2010)。教學卓越獲獎團隊表現與學校教師文化關聯性之研究:以大一國小為例。台灣教育社會學研究,10(2),41-83。new window
李新鄉(2013,12月)。學校文化與校長領導--理論與策略。論文發表於「第二屆教育社會學」論壇,北京師範大學。
周美慧(2014)。校長多元文化領導策略、教育正義實踐與學校效能之研究(未出版之博士論文)。國立暨南國際大學,南投。new window
林志成(2015)。聚焦學生學習的教師領導之挑戰、角色與策略。教育研究月刊,256,39-53。new window
林育瑄(2013)。少子化現象下臺中市國民中學校務經營之探討(未出版之博士論文)。逢甲大學,臺中。
林芳薪(2011)。新竹市國民小學校長領導風格對學校教育人員工作壓力之影響(未出版之碩士論文)。國立新竹教育大學,新竹。
林金福(2003)。高中職校長轉型領導、知識管理與學校效能之研究(未出版之博士論文)。國立政治大學,台北。new window
林春貴(2014)。高雄市國中校長教育資源運用、經營策略與學校效能關係之研究(未出版之博士論文)。國立屏東大學,屏東。new window
林倚萱(2011)。中學實習教師自我調整學習歷程及其教師自我效能之研究(未出版博士論文)。國立彰化師範大學,彰化。new window
林碧芳、邱皓政(2008)。創意教學自我效能感量表之編製與相關研究。教育研究與發展期刊,4(1),141-170。new window
邱紹一、洪福源(2015)。高中師生自我效能、集體效能與學校效能研究模式之建立:自我效能中介效果、集體效能調節效果研究。教育心理學報,46(3),333-355。new window
邱皓政(2011)。結構方程模式:LISREL/SIMPLIS的原理與應用。臺北市:雙葉書廊。
邱皓政(2014)。量化研究與統計分析。臺北市:五南。
邵嘉惠、施錦村(2016)。學校領導風格、教師滿意度與教學效能之關聯性研究。華人經濟研究,14(1)1-16。new window
柳敦仁、李茂能、吳培源(2006)。雲嘉南五縣市國小初任校長行政表現與學校效能關係之研究。嘉義大學通識學報,4,75-139。
洪福源、黃德祥、鄭光燦、李介至(2013)。校長轉型領導及教師自我效能之關係:團體凝聚力及教師集體效能之中介效果評估。屏東教育大學學報,40,215-242。new window
胡蘭沁、黃建皓(2007)。校長領導、組織文化、知識管理與學校效能關係之探討─研究文獻的回顧。學校行政雙月刊,50,145-166。
范熾文(2002)。國小校長領導行為教師組織承諾與學校組織績效之研究(未出版之博士論文)。國立台灣師範大學,臺北。new window
孫志麟(2003)。教師自我效能的概念與測量。教育心理學報,34(2),139-156。
孫俊傑、龔心怡(2010)。國民中學兼任行政職務教師情緒勞務、教師自我效能與學校效能關係之研究。彰化師大教育學報,18,29-62。new window
孫淑偵、孫國華(2015)。國民小學教師領導困境初探。臺灣教育評論月刊,4(7),86-89。
徐超聖、梁雲霞(2011)。教師領導的理論分析與省思。中等教育,62(2),20-35。new window
秦夢群(2011)。教育行政理論與模式。臺北市:五南。
秦夢群、吳勁甫、簡瑋成(2014)。群體層次教師組織公民行為、教師彰權益能與學校效能關係之研究。教育與心理研究,37(1),1-35。new window
國家發展委員會(2014)。中華民國人口推計(103至150年)報告。臺北市:國家發展委員會人力發展處。
張世璿(2012)。臺北市國民小學教師領導指標建構與實證之研究(未出版之博士論文)。臺北市立教育大學,臺北。new window
張本文(2011)。教師領導與教師專業發展關係之研究。東海教育評論,6,62-82。
張芳全(2014)。學校效能之研究:以臺灣在TIMSS2007資料為例。教育行政研究,4(1),1-36。
張芳全、林惠玲(2009,11月)。我國近十年來學校效能學位論文後設分析。論文發表於「2009年台灣教育」學術研討會,國立新竹教育大學。
張奕華、陳怡卉(2011)。校長分散式領導與教育成效關係之研究。學校行政雙月刊,72,1-22。
張奕華、蔡瑞倫(2010)。國民中學校長科技領導與學校效能關係之研究。學校行政雙月刊,65,33-53。
張春興(1998)。教育心理學-三化取向的理論與實踐。台北:東華。
張夏銘、李新鄉、陳聖謨、丁文生(2012)。教師領導與專業發展關係之研究-以台南市國民中學為例。南台人文社會學報,8,29-55。new window
張素花(2012)。國民小學校長分布式領導、教師情緒勞務對教師教學效能影響之研究(未出版之博士論文)。國立臺北教育大學,臺北。new window
張媛甯、阮東明(2015)。臺南市國民中學校長變革領導與學校效能關係之研究。學校行政,97,22-44。
張瑞村(1998)。高級工業職業學校校長領導行為、教師組織承諾與學校效能關係之研究(未出版之博士論文)。國立政治大學,台北。new window
張德銳(1994)。教育行政研究。臺北市:五南。new window
張德銳(2010)。喚醒沉睡的巨人-論教師領導在我國中小學的發展。臺北市立教育大學學報,41(2),81-110。new window
張德銳、張素偵(2012)。臺北市中小學校長轉型領導、教師領導與教學效能之研究。市北教育學刊,41,59-97。new window
張慶勳(2004)。國小校長領導風格與行為之研究。屏東師院學報,20,1-38。new window
張慶勳(2015)。以校長領導轉化為教師領導的思維與策略。教育研究月刊,256,12-24。new window
教育部(2010)。技職教育再造方案手冊。取自http://www.edu.tw/FileUpload/1052-14036/Documents/
教育部(2011)。中華民國教育報告書。取自http://www.edu.tw/userfiles%5Curl%5C20120925161317/%E4%B8%AD%E8%8F%AF%E6%B0%91%E5%9C%8B%E6%95%
教育部(2012)。中程施政計畫。取自http://www.edu.tw/pages/list.aspx?Node=2042&Type=1&Index=9&WID=45a6f039-fcaf-44fe-830e-50882aab1121
教育部(2012)。中華民國師資培育白皮書:發揚師道.百年樹人。臺北市:教育部。
教育部(2012)。建國百年技職教育專刊。取自http://www.edu.tw/pages/detail.aspx?Node=1052&Page=14037&Index=1&WID=6635a4e8-f0de-4957-aa3e-c3b15c6e6ead
教育部(2013)。高級中等教育法。取自http://edu.law.moe.gov.tw/LawContent.aspx?id=GL001143
教育部(2015)。高級中等學校組織設置級員額編制標準。取自http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=GL001257&KeyWordHL=&StyleType=1
教育部中部辦公室(2012)。全國高級中等學校校別資料。取自http://www.tpde.edu.tw/ap/teach_view.aspx?cate=155
教育部統計處(2014)。歷年主要統計表。取自http://www.edu.tw/pages/detail.aspx?Node=4075&;Page=20046&;Index=5&;WID=31d75a44-efff-4c44-a075-15a9eb7aecdf
教育部統計處(2015)。103學年度各級學校基本資料。取自http://www.edu.tw/pages/detail.aspx?Node=3752&Page=26208&Index=7&WID=31d75a44-efff-4c44-a075-15a9eb7aecdf
教師專業發展評鑑網(2014)。縣市辦理現況總表。取自http://tepd.moe.gov.tw/chinese/04_situation/01_01list.php
許德便(2012)。國民中學校長服務領導、教師教學創新、社群互動與學校效能關係之研究(未出版之博士論文)。國立高雄師範大學,高雄。new window
郭添財、連久慧(1997)。塑建教育願景。台北:弘宇。
郭騰展(2007)。學校領導的新典範-教師領導。學校行政,49,150-175。
陳木金、吳春助(2011)。優質學校文化:卓越校長的觀察。教育研究月刊,202,36-52。new window
陳世聰(2015)。專業自主的最後一哩路:班級本位教師領導。教育研究月刊,256,25-38。new window
陳巧芬、蔡文榮(2011)。台灣近年來有關校長轉型領導與學校效能博碩士論文實徵研究之分析。教育科學期刊,10(1),125-150。new window
陳正專(2011)。領導權力分佈之教師行為與相關議題。教育研究學報,45(2),137-160。new window
陳玉玫(2010)。國小教師領導之實踐探究。嘉大教育研究學刊,25,33-62。
陳玉玫(2012)。國民小學校長多元架構領導、教師領導與學校效能關係之研究(未出版之博士論文)。國立中正大學,嘉義。new window
陳玉桂(2006)。學校革新中不可忽略的面向:談教師領導。學校行政雙月刊,45,26-46。
陳佩英(2008)。教師領導之興起與發展。教育研究月刊,171,41-57。new window
陳佩英(2009)。一起學習、一起領導:專業學習社群的建構與實踐。中等教育,60(3),68-88。new window
陳怡伶(2013)。從高EQ邁向正向領導。Cheers雜誌,154,10-11。
陳俊瑋(2009)。台灣地區教師自我效能感研究之統合分析。彰化師大教育學報,15,41-64。new window
陳俊瑋、吳璧如(2011)。運用「俄亥俄州教師效能感量表」於國中教師之試探性與驗證性研究。教育學刊,36,1-34。new window
陳建志(2013)。國民小學組織內部行銷、知識管理與學校效能關係之研究(未出版之博士論文)。國立政治大學,臺北。new window
陳榮政、張嘉淇(2015)。發展一個可行的教師領導模式。教育研究月刊,256,54-69。new window
陳慧芬、劉芯廷(2015)。國民小學校長文化領導與學校效能關係之研究。教育理論與實踐學刊,31,63-94。new window
傅斌暉(2012)。高中藝術教師跨領域領導與協同教學之個案研究—以中山女中高瞻計畫(2007~2010)為例(未出版之博士論文)。國立臺灣師範大學,臺北。new window
曾信榮(2010)。高中職工業類科學校教師教學效能、教育專業承諾與學校效能關係之研究(未出版之博士論文)。國立彰化師範大學,彰化。new window
曾榮祥(2012)。課後照顧教師自我效能與教學承諾影響班級經營效能之研究。明新學報,38(1),205-223。new window
黃哲彬(2011)。國民中學校長賦權增能領導行為、組織創新經營與學校效能關係之研究(未出版之博士論文)。國立政治大學,臺北。new window
黃敏榮(2013)。高級中等學校分布式領導、學校創新經營與學校效能關係之研究(未出版之博士論文)。國立政治大學,臺北。new window
黃藍琪、賴志峰(2013)。國民中學教師領導與教師組織承諾關係之研究。學校行政雙月刊,87,30-51。
敬世龍、李新鄉(2013,12月)。因應十二年國教,以課程與教學為軸心之學校發展策略--以希望國中為例。論文發表於「雲端創意與教育發展」學術研討會,臺灣教育政策與評鑑學會。
楊淙富(2012)。國民小學教師領導、教師專業學習社群與學校效能之研究(未出版之博士論文)。國立臺中教育大學,臺中。new window
葉慶祥(2011)。從教師觀點談教師領導。學校行政,72,99-110。
臺北市教育統計(2014)。辦理現況統計。取自http://statistic.tp.edu.tw/dialog/statfile9.asp。
趙志揚(2002)。學校效能研究。載於張銀富(主編),學校行政─理論與應用(頁281-323)。臺北市:五南。
潘慧玲(1999)。學校效能相關概念釐析。教育研究資訊,7(5),138-153。new window
潘慧玲(1999)。學校效能研究領域的發展。教育研究集刊,43,77-102。new window
蔡培村、洪凱莉(2012)。志工的組織信任、心理契約、服務學習與自我效能關係之研究。成人及終身教育學刊,18,75-128。new window
蔡進雄(2013,5月)。新世紀學校教學領導的典範轉移。論文發表於「2013永續發展的教育行政與評鑑」學術研討會,臺北市立教育大學教育行政與評鑑研究所、臺北市立教育大學校長專業發展與培育中心、國家教育研究院、中華民國教育行政學會、臺灣教育政策與評鑑學會。new window
蔡進雄(2015)。新世紀的教師領導:專訪前教育部國民及學前教育署署長吳清山。教育研究月刊,256,5-11。new window
蔡進雄、李建興、盧宸緯(2014)。我國高等教育因應少子女化與國際化招生現況檢討與改進策略(未出版)。新北市:國家教育研究院。
蔡進雄、劉君毅(2015)。少子女化對高中職教育的影響與因應策略。載於吳清基(主編),教育政策與教育發展(頁89-104)。臺北市:五南。
鄭彩鳳(2007)。校長競值領導效能研究:理論、指標與衡量。臺北市:高等教育。
蕭秋祺(2010)。國中體育教師自我概念、教學信念、教學成敗歸因及其教學自我效能線性結構關係之實徵研究(未出版之博士論文)。國立臺灣師範大學,臺北。new window
蕭秋祺、潘慧雯、王淑玉(2011)。國中體育教師自我概念及其教學自我效能關係之研究。教育行政論壇,3(2),145-177。new window
賴志峰(2009)教師領導的理論及實踐之探析。教育研究與發展期刊,5(3),113-144。new window
賴志峰(2012)。不一樣的學校領導:追尋成功典範。臺北市:高等教育。
賴志峰、秦夢群(2014)。成功的校長領導層面之建構與檢證:國民中小學層級。教育研究學報,48(2),1-26。new window
賴志峰、張盈霏(2012)。教師領導的研究成果之初步分析。庶民文化研究,6,1-29。
賴協志(2008)。國民小學校長知識領導、組織學習與學校效能關係之研究(未出版之博士論文)。臺北市立教育大學,臺北。new window
賴英娟、陸偉明、董旭英(2011)。以結構方程模式探討臺灣大學生自尊、生活目標、希望感及校園人際關係對憂鬱情緒之影響。教育心理學報,42(4),677-702。new window
謝傳崇(2011)。校長正向領導對教師教學影響之研究。教育資料與研究雙月刊,101,59-82。new window
謝傳崇、許欉龍(2015)。國民中小學校長領導研究之後設分析─以博士論文為例。教育研究學報,49(2)41-64。
謝傳崇、陳愛玲(2015)。國民小學校長學術樂觀與學校效能關係之研究。學校行政雙月刊,98,1-22。
羅德水(2015)。為什麼校長找不到行政人員?取自http://opinion.cw.com.tw/blog/profile/266/article/3199
龔祐祿、丁一顧(2014,10月)。國小校長學習領導與教師教學效能感關係之研究。論文發表於「2014全球教育論壇:教育革新與學生學習」國際學術研討會,國家教育研究院。






貳、英文部分
Anderson, K. D. (2004). The Nature of Teacher Leadership in Schools as Reciprocal Influences between Teacher Leaders and Principals. School Effectiveness and School Improvement, 15(1), 97-113.
Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148-165.
Angelle, P. S., Nixon, T. J., Norton, E. M., & Niles.C. A. (2011, November ). Increasing organizational effectiveness: An examination of teacher leadership, collective efficacy, and trust in schools. Paper presented at the annual meeting of the University Council for Educational Administration, Pittsburgh, Pennsylvania.
Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonell, L., & Pascal, A. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools Report no. R2007-LAUSD Rand Corporation, Santa Monica, CA.
Ashton, P., & Webb, R. (1986). Making a difference: Teacher’s sense of efficacy and student achievement. New York: Longman.
Avolio, B. J., Bass, B. M., & Dung, I. J. (1996). Construct validation of the multifactor leadership questionnaire form 5X. New York: Binghamton, Center for Leadership Studies.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of Academy of Marketing Science, 16(1), 74-94.
Baldwin, L., Coney, F., Fardig, D., & Thomas, R. (1993). School effectiveness questionnaire. San Antonio, TX: The Psychological Corporation.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Barth, R. S. (1999). The teacher leader. Providence, RI: The Rhode Island Foundation.
Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82, 443-449.
Berman, P., McLaughlin, M. W., Bass-Golod, G. V., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change (Report No. R-1589/7-HEW) Factors affecting implementation and continuation, Vol. VIIThe Rand Corporation, Santa Monica, CA.
Bonaros, D. J. (2006). A study of transformational leadership and student achievement in innercity elementary schools. Unpublished doctoral dissertation, Florida Atlantic University, Boca Raton, Florida.
Calman, R. C. (2011). School Effectiveness: Eight Key Factors. Education Quality and Accountability Office. Retrieved June 8, 2016 from http://www.eqao.com/en/Our_Data_in_Action/articles/Pages/school-effectiveness-eigh-key-factors.aspx
Chapman, C., Armstrong, P., Harris, A., Muijs, D., Reynolds D., & Sammons, P. (2012). School Effectiveness and Improvement Research, Policy and Practice: Challenging the Orthodoxy? NY: Routledge.

Cheng, A. Y. N., & Szeto, E. (2016). Teacher leadership development and principal facilitation: Novice teachers’ perspectives. Teaching and Teacher Education, 58, 140-148.
Chesnut, S. R.(2015). Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15, 1-16.
Ciani, K. D., Summers, J. J., & Easter, M. A. (2007). A ‘‘top-down’’ analysis of high school teacher motivation. Contemporary Educational Psychology, 33(4), 533-560.
Combs, B. (1991). Creative constitutional law: the Kentucky School Reform Law. Harvard Journal on Legislation, 28(2), 367-378.
Crowther, F., Kaagan, S. S., Ferguson, M., & Hann, L. (2002). Developing Teacher leaders: How Teacher Leadership Enhances School Success. Publications, California: Sage.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD.
Day, C., and Harris, A. (2003). Teacher Leadership, Reflective Practice and School Improvement. In K. Leithwood & P. Hallinger (Eds.), Second International Handbook of Educational Leadership and Administration (pp. 957–977). Dordrecht: Kluwer.
.Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers' self-efficacy beliefs: development and use of the TEBS-Self. Teaching and Teacher Education, 24, 751-766.
Donaldson, Jr., & Gordon, A. (2007), What do teachers bring leadership. Educational Leadership, 65(1), 26-29
Duke. D. L. (2010). Differentiating school leadership: Facing the challenges of practice. Thousand Oaks, CA: Corwin.
Earl, L., (2014). State of the art–teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231-256.
Fackler, S., & Malmberg, L. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185-195.
Frost, D. (2008). Teacher leadership: Values and voice. School Leadership & Management, 28(4), 337-352.
Frost, D., & Durrant, J. (2003). Teacher Leadership: Rationale, Strategy and Impact. School Leadership & Management, 23(2), 173-186.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818.
Goldring, E., & Pasternack, R. (1994). Principal‘s coordinating strategies and school effectiveness. School Effectiveness and School Improvement, 5(3), 239-253.
Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: a study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
Hallinger, P., Bickman, L., & Davis, K. (1990). What makes a difference? School context, principal leadership, and student achievement. Cambridge, MA: The National Center for Educational Leadership.
Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4, 201-219.
Harris, A. (2013). School Improvement: What's In It For Schools? NY: Routledge.
Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Buckingham. UK: Open University Press.
Harrison S., & Prain V., (2009), Self-regulated learning in junior secondary English. Education Research, 19(3), 227-242
Herrera, R. (2010). Principal leadership and school effectiveness: Perspectives from principals and teachers. Unpublished doctoral dissertation, University of Western Michigan, Michigan.
Holzbergera, D., Philipp, A., & Kunter, M. (2014). Predicting teachers’ instructional behaviors: The interplay between self-efficacy and intrinsic needs. Contemporary Educational Psychology, 39(2), 100-111.
Hook, D. P. (2006). The impact of teacher leadership on school effectiveness in selected exemplary secondary schools. Unpublished doctoral dissertation, Texas A&M University, College Station, Texas.
Hoover-Dempsey, K. V., Bassler, O., & Brissie, J. S. (1987). Parent involvement: Contribution of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24, 417-435.
Howard, W. C. (2005). Leadership: Four Styles, Education, 126(2), 384-391.
Hoy, W. K. & Miskel, C. G. (2005). Educational leadership and reform. Greenwich, CT: Information Age.
Hoy, W. K. & Miskel, C. G. (2013). Educational Administration.Theory, Research and Practice (9th ed.). New York, NY: McGrw-Hill.
Hoy, W. K., & Miskel, C. G. (1987). Educational administration: Theory, research, and practice, 3rd edition. New York: Random House.
Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly,38(1), 77-93.
Hsiao, H. C., Chang, J. C., Tu, Y. L., & Chen, S. C. (2011). The influence of teachers’ self-efficacy on innovative work behavior. Proceedings of 2011 International Conference on Social Science and Humanities, 233-237.
Johnson, R. J. (2007). Teacher leadership: A case study of an elementary principal. Unpublished doctoral dissertation, Capella University, Minneapolis, Minnesota.
Katzenmeyer M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
Kilday, J. E., Lenser, M. L., & Miller, A. D. (2016). Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 56, 61-71.
Kıranl, S. (2013). Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership. International Journal of Instruction, 6(1), 179-194.
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21-43.
Leamlech, J. K., & Hertzog, H. (1998). Preparing teachers for leadership roles. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Lee, C., & Farh, J. L. (2004). Joint effects of group efficacy and gender diversity on group cohesion and performance. Applied Psychology: An International Review, 53(1), 136-154.
Leithwood, K., & Jantzi, D. (2000). Distributed leadership and student engagement in school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Lenz, P. A. (2006). Teacher-school board member trust relationships and their perceived influence on school effectiveness. Unpublished doctoral dissertation, Duquesne University, Pennsylvania.
Liu, S. (2006). School effectiveness research in China. Unpublished doctoral dissertation, Louisiana State University and Agricultural & Mechanical College, Louisiana.
Louise, S. and Dean, F. (1989). An Effective Schools Project: the Halton Approach. In: School effectiveness and improvement : proceedings of the first international congress, London, 1988. University of Wales College of Cardiff and Rion Institute for Educational Research, Cardiff, 286-299.
Lynch, C. S. (2007). Investigating novice teachers’ efficacy beliefs across time. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illionis.
Mangin, M. M., & Stoelinga, S. R. (2008). Teacher leadership: What it is and why it matters. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: Using research to inform and reform (pp. 1-9). New York: Teachers College Press.
Manno, C. M. (2006). Teacher leadership in mathematics and science-subject content knowledge and the impartment of instruction. Unpublished doctoral dissertation, New Brunswick, New Jersey.
Miller, S., Heafner, T., & Massey, D. (2009). High-School Teachers’ attempts to promote self-regulated learning: “I may learn from you, yet how do I do it?”. Urban Rev, 41, 121-140
Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49(2), 310-347.
Newman, F. M., Rutter, R. A., & Smith, M. S. (1989).Organizational factors that affect school sense of efficacy, community, and expectations. Sociology of Education, 62, 221-238.
Ngang, T. K., Abdulla, Z., & Mey, S. Z. (2010). Maldivler temel eğitim okullarinda öğretmen liderliği ve okul etkililiği. (Teacher leadership and school effectiveness in the primary schools of maldives). Hacettepe University. Journal of Education, 39, 255-270.
Northouse, P. G. (2010). Leadership: Theory and Practice. London: Sage.
OECD. (2013). PISA 2012 results: R What makes schools successful? Resources, policies and practices. Retriveved November 20, 2014, from //www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-IV.pdf
Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4), 23-29.
Raynolds, D. (2006). World Class Schools: some methodological and substantive findings and implications of the international school effectiveness research project (ISERP). Educational Research and Evaluation, 12(6), 535-560.
Reynolds, D. & Cuttance, P. (1992). School Effectiveness. NY: A&C Black.
Robbins, S. P. (1998), Organizational Behavior: Leading and Managing in Australia and New Zealand. NJ: Prentice Hall.
Rosenholtz, S.J., & Simpson, C. (1990).Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 63, 241-257.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1-28
Rutherford, C. (2005). Restructuring leadership through comprehensive school reform: The impact on the teacher leadership. Unpublished doctoral dissertation, University of Toronto, Ontario, Canada.
Ryan, A. M., Kuusinen, C. M., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147-156.
Saleem, F. (2010). Development of school effectiveness model. Journal of Research and Reflections in Education, 4(2), 166-183.
Shonubi, O. K. (2012). How leadership and management dynamics contribute to school effectiveness. A thesis submitted in partial fulfilment for the award of Doctor of Philosophy (Ph.D). In the Department of Education Management and Policy Studies, University of Pretoria.
Silns, H., & Mulford, B. (2002). Leadership and school results. Second international handbook of educational leadership and administration. The Netherlands: Kluwer Press.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
Teddlie, T., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197-230.
Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of Vocational Behavior, 59(1), 53-63.
Triska, J.W. (2007). Measuring Teacher Leadership. MA Thesis. The Faculty of Humboldt State University.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68, 202-248.
Valeri, R. (2010). Teacher leadership: Overcoming ‘I am just a teacher’ syndrome. E Helterbran ducational, 131(2), 363-371.
Venkatraman, G., & Prema, P. (2013). Identification and validation of ESP teacher competencies: A research design. Retrieved June 7, 2016, from https://www.questia.com/library/journal/1P3-3085225381/identification-and-validation-of-esp-teacher-competencies.
Vielufa, S., Kunter, M., & van de Vijver, F. J. R. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92-103.
Wang, F. & Zepeda, S. (2013). A Comparative Study of Two Schools: How School Cultures Interplay the Development of Teacher Leadership in Mainland China. Creative Education, 4, 63-68.
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130.
Witmer, M. L. (2005). Relationships among transformational leadership, family background, teachers’ commitment to change, effective schools’ characteristics, and student achievement in California public comprehensive high schools: A structural equation model. Unpublished doctoral dissertation, Azusa Pacific University, Azusa, California.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
York-Barr, J., & Duke, K. (2004). What Do We Know About Teacher Leadership? Findings From Two Decades Of Scholarship. Review of Educational Research, 74(3), 255-316.
Yukl, G. A., (2002). Leadership in Organizations. NJ: Prentice Hall.


 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE